A Study On The Application Of Meta-cognitive Strategies In English Reading Teaching In Senior High School

English reading ability is the basis and prerequisite for the development of other language skills,and to improve students’ English reading ability is the top priority of English reading teaching in senior high school.However,in the traditional English reading teaching,teachers focus most of their energy on the explanation of vocabulary,phrases,sentences and article grammar,and do not try to apply strategy-based English teaching methods to reading teaching.Therefore,the training of students’English reading strategies and the cultivation of autonomous learning ability are neglected Among all the learning strategies,meta-cognitive strategies play a very critical role in guiding the teaching of English reading in senior high schoolAt present,most of the researches on the application of meta-cognitive strategies in English reading at home and abroad focus on college students and vocational students,but there is not much research on meta-cognitive strategies in English reading of senior high school students.Therefore,the thesis attempts to combine meta-cognitive strategies with English reading training for senior high school students,exploring the relationship between meta-cognitive strategies and English reading in senior high school,and tries to deal with the following questions(1)What are the problems existing in students’ reading in No.1 Middle School of Cangzhou?(2)How can teachers apply meta-cognitive strategies to English reading teaching?(3)What are the effects of applying meta-cognitive strategies to English reading teaching?The research takes 114 students from two classes of No.1 Middle School of Cangzhou as the resrarch subjects,and adopts the research instruments of questionnaire,test and interview to the experiment.First of all,the author conducts questionnaire on the two classes before the experiment to understand the students’current use of meta-cognitive strategies in English reading learning,and uses the test of the Cangzhou English high school entrance examination in 2019 as pre-test of the two classes to understand their English reading comprehension ability.Then,the author applies meta-cognitive strategies to English reading teaching in the experimental class,while the control class carries out conventional English reading teaching.After a training experiment for more than four months,the questionnaire is used to understand the students’current autonomous use of meta-cognitive strategies,and the test of the senior high school English final examination in No.1 Middle School of Cangzhou as post-test is conducted to test their reading comprehension ability.Then the author compares the reading comprehension scores of the two classes after the experiment,and uses SPSS 23.0 to analyze all the data collected from questionnaires and tests.Finally,the author randomly selects 10 students in the experimental class for interview to further explore their understanding and application of meta-cognitive strategies.The conclusions are as follows:first,before meta-cognitive strategy training,students seldom use meta-cognitive strategies,especially planning strategies and self-evaluation strategies,while selective attention and monitoring strategies are used more frequently than the former two.Second,after meta-cognitive strategy training,students’ understanding and application of meta-cognitive strategies have been improved,and their English reading performance has also been significantly improved.That shows the application of meta-cognitive strategies in English reading teaching in senior high school can improve students’ English reading comprehension ability.Third,meta-cognitive strategies can help students to plan,monitor,evaluate and reflect consciously in the process of reading.For example,students make reasonable plans for their reading tasks before reading,effectively monitor the reading process during reading,and evaluate and reflect on their reading results after reading.According to the above research conclusions,the author provides valuable teaching advice for English teachers in the future English reading class.Additionally,she summarizes the limitations and puts forward some suggestions for future research.